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# Gre 0809 practice_book

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• 1. ®GRE General TestPractice BookThis practice book contains:Ⅲ one full-length paper-based GRE® General TestⅢ test-taking strategiesⅢ sample verbal and quantitative questions with explanationsⅢ sample analytical writing topics, scored sample essays and reader commentaryNOTE: The test-taking strategies in this publication are appropriate for the paper-based General Test.The strategies in the GRE® POWERPREP® software are appropriate for the computer-based General Test.This book is provided FREE with test registration by the Graduate Record Examinations Board.For additional test preparation information, visit www.ets.org/gre/greprep. www.ets.org/gre
• 9. Review of the Quantitative Math Symbols and Other Information The following information applies to all questions inSection the quantitative sections. • These common math symbols may be used:Overview x < y (x is less than y)The Quantitative section measures your basic math- x‫ס‬y (x is not equal to y)ematical skills, your understanding of elementary (the nonnegative square root of x,mathematical concepts, and your ability to reason where x ≥ 0)quantitatively and solve problems in a quantitative |x| (the absolute value of x, where x is asetting. There is a balance of questions requiring real number)arithmetic, algebra, geometry, and data analysis. n! (n factorial: the product of the ﬁrst nThese are content areas usually studied in high positive integers)school. m ࿣ n (line m is parallel to line n) m n (line m is perpendicular to line n)Arithmetic AQuestions may involve arithmetic operations, powers, B C (∠ABC is a right angle)operations on radical expressions, estimation, per-cent, absolute value, properties of integers (e.g., • Numbers: all numbers used are real numbers.divisibility, factoring, prime numbers, odd and even • Figures:integers), and the number line. – the positions of points, angles, regions, etc., can be assumed to be in the order shown;Algebra angle measures are positiveQuestions may involve rules of exponents, factoring – a line shown as straight can be assumed to beand simplifying algebraic expressions, understanding straightconcepts of relations and functions, equations and – ﬁgures lie in a plane unless otherwiseinequalities, solving linear and quadratic equations indicatedand inequalities, solving simultaneous equations, – do not assume ﬁgures are drawn to scalesetting up equations to solve word problems, coordi- unless statednate geometry, including slope, intercepts, and graphs It is important to familiarize yourself with the basicof equations and inequalities, and applying basic mathematical concepts in the GRE General Test.algebra skills to solve problems. The publication Math Review, which is available atGeometry ets.org/gre/greprep, provides detailed information onQuestions may involve parallel lines, circles, triangles the content of the Quantitative section.(including isosceles, equilateral, and 30°–60°–90° The Quantitative section contains the followingtriangles), rectangles, other polygons, area, perimeter, question types:volume, the Pythagorean Theorem, and angle • Quantitative Comparison Questionsmeasure in degrees. The ability to construct proofs is • Problem Solving – Discrete Quantitativenot measured. Questions • Problem Solving – Data InterpretationData Analysis QuestionsQuestions may involve elementary probability, basic Questions emphasize understanding basic principlesdescriptive statistics (mean, median, mode, range, and reasoning within the context of givenstandard deviation, percentiles), and interpretation of information.data in graphs and tables (line graphs, bar graphs,circle graphs, frequency distributions). 9
• 19. in all areas of knowledge lead to a higher standard of obscured. The main reasons for the score of 3 areliving for everyone. Specializing in different areas allows the lack of sufﬁcient development and inappropriateus to use each others talents to the highest level and use of examples.maximize potential. As an example, if a person required Essay Response – Score 2brain surgery, would they rather have a brain surgeonor a general practitioner doing the work? Clearly a spe- In the situation of health I feel that specialists arecialist would do the better job and give the patient a very important. For example if a person has heartchance at a better life. problems, choose a heart specialist over a genral A university education starts by laying the medicine Dr. However if a person is having a widegroundwork for general knowledge but then narrows range of syptoms, perhaps choose a Dr. with a widedown to a speciﬁc ﬁeld. General knowledge and a range of experience might be more helpful.broad prospective are important, but if there was no It also depends on the type of problem you arefocus on speciﬁc areas, our overall knowledge as a having. For example I would not suggest taking apopulation would be seriously lessened. troubled child to a theorpist who specializes in Another example of specialists not being overated marriage problems. In some cases have a specialistswould be international trade. Not every nation can helps to insure that you are getting the best possiblyprovide for themselves. They need to get products treatment. On the other hand dealing with a personand ideas from other parts of the world because they who has a wide range of experience may be able toare better at providing them. This allows for a ﬁnd different ways of dealing with a particulargrowing economy if two different nations can provide problem.each other with two different products. If one country Since the quotation did not state exactely whatcan produce oranges better than another, it should type of specialist we are dealing with it is also hardtrade the oranges for the ﬁsh that it can not produce. to determine the importance of having a special-If generalizing was the normal thing to do and both ist is. For example the could be health or problemscountries tried to produce all kinds of products, the with a car, or basically anything else. I feel that thiscountries would probably survive, but not have the information should not have been left out. I guess thestandard of living they presently have. bottom line is that I feel sometimes a specialist is very important.Reader Commentary for Essay Response – Score 3 Reader Commentary for Essay Response – Score 2The writer’s position is clear: specialists are importantand necessary. However, the position is not adequately This is a seriously ﬂawed analysis of the issue. Thesupported with reasons or logical examples. response argues in favor of specialists, but neither the Paragraph 1 presents an appropriate example of reasons nor the examples are persuasive. The examplethe brain surgeon versus the general practitioner. of not taking “a troubled child to see a therapist whoHowever, the example of an increasingly narrow specializes in marriage problems” is both simplisticuniversity education in paragraph 2, contains only and off the mark since it differentiates between twotwo sentences and is seriously undeveloped. It does specialists, not between a generalist and a specialist.little to advance the writer’s position. The sentences are so poorly formed and phrased Paragraph 3 offers yet another example, the most that the argument is at times hard to follow. Never-developed of all. Unfortunately, this example is not theless, this is not a 1 essay: the writer presents aclearly logical. The writer tries to argue that the position on the issue, develops that position with“specialist” country (one that is a better producer of some very weak analysis, and communicates someoranges) is superior to the “generalist” country (pre- ideas clearly.sumably one that produces oranges as well as other Essay Response – Score 1products). This generalist country, the writer tells us, I disagree with the statement about specialists, wewould be inferior to the other. This conclusion does need specialists who take individual areas andnot emerge logically from the writer’s argument, and specialize. A generalists can pinpoint a problem. Heit seems to be at odds with everyday reality. or she cannot determine the magnitude of the Although language is used with some imprecision problem. A specialist can ﬁnd the root of the prob-throughout the essay, the writer’s meaning is not lem. When he or she has years working in that 19
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• 51. Appendix A Score 3 A 3 paper demonstrates some competence in itsGRE Scoring Guide: Present Your analysis of the issue and in conveying meaning but is obviously ﬂawed.Perspective on an Issue A typical paper in this category exhibits ONE OR MORE of the following characteristics:Score 6 • is vague or limited in presenting or developing aA 6 paper presents a cogent, well-articulated analysis position on the issueof the complexities of the issue and conveys meaning • is weak in the use of relevant reasons or examplesskillfully. • is poorly focused and/or poorly organizedA typical paper in this category • has problems in language and sentence structure• presents an insightful position on the issue that result in a lack of clarity• develops the position with compelling reasons • contains occasional major errors or frequent minor errors in grammar, usage, or mechanics that can and/or persuasive examples interfere with meaning• sustains a well-focused, well-organized analysis, connecting ideas logically Score 2• expresses ideas ﬂuently and precisely, using A 2 paper demonstrates serious weaknesses in effective vocabulary and sentence variety analytical writing.• demonstrates facility with the conventions A typical paper in this category exhibits ONE OR (i.e., grammar, usage, and mechanics) of standard MORE of the following characteristics: written English but may have minor errors • is unclear or seriously limited in presenting or devel- oping a position on the issueScore 5 • provides few, if any, relevant reasons or examplesA 5 paper presents a generally thoughtful, well- • is unfocused and/or disorganizeddeveloped analysis of the complexities of the issue • has serious problems in the use of language andand conveys meaning clearly. sentence structure that frequently interfere withA typical paper in this category meaning• presents a well-considered position on the issue • contains serious errors in grammar, usage, or• develops the position with logically sound reasons mechanics that frequently obscure meaning and/or well-chosen examples• is focused and generally well organized, connecting Score 1 A 1 paper demonstrates fundamental deﬁciencies in ideas appropriately analytical writing.• expresses ideas clearly and well, using appropriate vocabulary and sentence variety A typical paper in this category exhibits ONE OR• demonstrates facility with the conventions of MORE of the following characteristics: standard written English but may have minor • provides little or no evidence of the ability to un- errors derstand and analyze the issue • provides little or no evidence of the ability to de-Score 4 velop an organized responseA 4 paper presents a competent analysis of the issue • has severe problems in language and sentence struc-and conveys meaning adequately. ture that persistently interfere with meaningA typical paper in this category • contains pervasive errors in grammar, usage, or• presents a clear position on the issue mechanics that result in incoherence• develops the position on the issue with relevant reasons and/or examples Score 0 Off topic (i.e., provides no evidence of an attempt to• is adequately focused and organized respond to the assigned topic), in a foreign language,• expresses ideas with reasonable clarity merely copies the topic, consists of only keystroke• generally demonstrates control of the conventions characters, or is illegible, or nonverbal. of standard written English but may have some errors NS Blank 51
• 52. GRE Scoring Guide: Analyze A typical paper in this category exhibits ONE OR MORE of the following characteristics: an Argument • does not identify or analyze most of the important Score 6 features of the argument, although some analysis of A 6 paper presents a cogent, well-articulated critique the argument is present of the argument and conveys meaning skillfully. • mainly analyzes tangential or irrelevant matters, or reasons poorly A typical paper in this category • is limited in the logical development and organiza- • clearly identiﬁes important features of the tion of ideas argument and analyzes them insightfully • offers support of little relevance and value for points • develops ideas cogently, organizes them logically, of the critique and connects them with clear transitions • lacks clarity in expressing ideas • effectively supports the main points of the critique • contains occasional major errors or frequent minor • demonstrates control of language, including errors in grammar, usage, or mechanics that can appropriate word choice and sentence variety interfere with meaning • demonstrates facility with the conventions (i.e., grammar, usage, and mechanics) of standard Score 2 written English but may have minor errors A 2 paper demonstrates serious weaknesses in analyti- cal writing. Score 5 A typical paper in this category exhibits ONE OR A 5 paper presents a generally thoughtful, well- MORE of the following characteristics: developed critique of the argument and conveys mean- ing clearly. • does not present a critique based on logical A typical paper in this category analysis, but may instead present the writer’s own views on the subject • clearly identiﬁes important features of the argument • does not develop ideas, or is disorganized and and analyzes them in a generally perceptive way illogical • develops ideas clearly, organizes them logically, and • provides little, if any, relevant or reasonable support connects them with appropriate transitions • has serious problems in the use of language and in • sensibly supports the main points of the critique sentence structure that frequently interfere with • demonstrates control of language, including meaning appropriate word choice and sentence variety • contains serious errors in grammar, usage, or • demonstrates facility with the conventions mechanics that frequently obscure meaning of standard written English but may have minor errors Score 1 A 1 paper demonstrates fundamental deﬁciencies in Score 4 analytical writing. A 4 paper presents a competent critique of the argument and conveys meaning adequately. A typical paper in this category exhibits MORE A typical paper in this category THAN ONE of the following characteristics: • identiﬁes and analyzes important features of the • provides little or no evidence of the ability to un- argument derstand and analyze the argument • develops and organizes ideas satisfactorily but may • provides little or no evidence of the ability to de- not connect them with transitions velop an organized response • supports the main points of the critique • has severe problems in language and sentence struc- • demonstrates sufﬁcient control of language to ex- ture that persistently interfere with meaning press ideas with reasonable clarity • contains pervasive errors in grammar, usage, or • generally demonstrates control of the conventions mechanics that result in incoherence of standard written English but may have some errors Score 0 Off topic (i.e., provides no evidence of an attempt to Score 3 respond to the assigned topic), in a foreign language, A 3 paper demonstrates some competence in its merely copies the topic, consists of only keystroke critique of the argument and in conveying meaning characters, or is illegible, or nonverbal. but is obviously ﬂawed. NS Blank52
• 53. Analytical Writing Section Score SCORES 4 and 3.5 – Provides competent analysis ofLevel Descriptions complex ideas; develops and supports main points with relevant reasons and/or examples; is adequatelyAlthough the GRE Analytical Writing measure organized; conveys meaning with reasonable clarity;contains two discrete analytical writing tasks, a single demonstrates satisfactory control of sentence struc-combined score is reported because it is more reliable ture and language usage but may have some errorsthan is a score for either task alone. The reported that affect clarity.score, the average of the scores for the two tasks,ranges from 0 to 6, in half-point increments. SCORES 3 and 2.5 – Displays some competence in The statements below describe, for each score analytical writing, although the writing is ﬂawed in atlevel, the overall quality of analytical writing demon- least one of the following ways: limited analysis orstrated across both the Issue and Argument tasks. development; weak organization; weak control ofBecause the test assesses “analytical writing,” critical sentence structure or language usage, with errors thatthinking skills (the ability to reason, assemble often result in vagueness or lack of clarity.evidence to develop a position, and communicate SCORES 2 and 1.5 – Displays serious weaknesses incomplex ideas) weigh more heavily than the writer’s analytical writing. The writing is seriously ﬂawed incontrol of ﬁne points of grammar or the mechanics of at least one of the following ways: serious lack ofwriting (e.g., spelling). analysis or development; lack of organization; seriousSCORES 6 and 5.5 – Sustains insightful, in-depth and frequent problems in sentence structure oranalysis of complex ideas; develops and supports main language usage, with errors that obscure meaning.points with logically compelling reasons and/or SCORES 1 and .5 – Displays fundamental deﬁcien-highly persuasive examples; is well focused and well cies in analytical writing. The writing is fundamen-organized; skillfully uses sentence variety and precise tally ﬂawed in at least one of the following ways:vocabulary to convey meaning effectively; demon- content that is extremely confusing or mostly irrel-strates superior facility with sentence structure and evant to the assigned tasks; little or no development;language usage but may have minor errors that do not severe and pervasive errors that result in incoherence.interfere with meaning. SCORE 0 – The examinee’s analytical writing skillsSCORES 5 and 4.5 – Provides generally thought- cannot be evaluated because the responses do notful analysis of complex ideas; develops and supports address any part of the assigned tasks, are merelymain points with logically sound reasons and/or attempts to copy the assignments, are in a foreignwell-chosen examples; is generally focused and well language, or display only indecipherable text.organized; uses sentence variety and vocabulary to SCORE NS – The examinee produced no textconvey meaning clearly; demonstrates good control whatsoever.of sentence structure and language usage but mayhave minor errors that do not interfere with meaning. 53
• 54. Appendix B Interpretive Data for the Verbal and Quantitative Sections Answer Key and Percentages* of Examinees Answering Each Question Correctly VERBAL ABILITY QUANTITATIVE ABILITY Section II Section IV Section III Section V Number Answer P‫ם‬ Number Answer P‫ם‬ Number Answer P‫ם‬ Number Answer P‫ם‬ 1 A 90 1 A 84 1 A 85 1 C 94 2 B 82 2 E 86 2 C 84 2 A 80 3 B 81 3 B 87 3 B 79 3 C 85 4 E 77 4 C 80 4 D 76 4 B 76 5 D 70 5 A 74 5 C 57 5 A 64 6 C 62 6 B 71 6 D 70 6 B 67 7 C 28 7 C 68 7 B 69 7 B 72 8 D 96 8 C 98 8 D 52 8 D 69 9 C 85 9 D 76 9 B 52 9 A 34 10 C 46 10 C 70 10 A 50 10 C 38 11 A 46 11 B 63 11 A 42 11 D 19 12 D 46 12 A 60 12 D 26 12 D 59 13 A 39 13 B 48 13 C 57 13 C 42 14 E 36 14 B 48 14 B 52 14 D 28 15 E 35 15 D 26 15 A 35 15 B 40 16 A 26 16 D 35 16 E 75 16 B 88 17 C 63 17 A 58 17 E 86 17 E 80 18 B 63 18 D 97 18 D 81 18 B 77 19 A 64 19 B 89 19 A 83 19 A 74 20 C 75 20 D 51 20 B 63 20 C 71 21 E 64 21 B 66 21 B 92 21 B 84 22 D 46 22 A 33 22 C 90 22 D 58 23 D 51 23 B 48 23 B 71 23 D 54 24 B 62 24 C 74 24 E 58 24 E 63 25 A 59 25 D 70 25 D 71 25 A 34 26 E 52 26 A 51 26 C 47 26 D 51 27 B 66 27 C 48 27 D 32 27 C 52 28 E 89 28 E 89 28 E 44 28 B 32 29 A 86 29 B 87 29 A 19 29 E 49 30 E 76 30 E 69 30 E 47 30 D 57 31 B 78 31 E 58 32 C 41 32 E 30 33 E 37 33 C 44 34 D 36 34 A 25 35 C 35 35 E 31 36 A 29 36 D 36 37 A 18 37 D 25 38 D 21 38 E 19 * Estimated P‫ ם‬is based on those examinees who took the General Test between October 1, 1989 and September 30, 1992.54
• 55. Score Conversions and Percents Below* for the Verbal and Quantitative Sections VERBAL QUANTITATIVE VERBAL QUANTITATIVE Raw Scaled % Scaled % Raw Scaled % Scaled % Score Score Below Score Below Score Score Below Score Below 74-76 800 99 39 430 41 610 51 73 790 99 38 420 38 600 48 72 780 99 37 410 35 580 44 71 760 99 36 400 33 570 42 70 750 99 35 390 30 560 40 34 380 27 550 37 69 740 99 33 380 27 540 35 68 730 99 32 370 25 530 33 67 720 98 31 360 22 520 32 66 710 98 30 350 20 500 28 65 700 97 64 680 96 29 340 17 490 26 63 670 95 28 340 17 480 24 62 660 94 27 330 14 470 23 61 650 93 26 320 12 450 20 60 640 91 800 94 25 310 9 440 18 24 310 9 420 16 59 630 90 800 94 23 300 7 410 14 58 620 89 800 94 22 290 5 390 12 57 600 85 800 94 21 280 4 380 11 56 590 83 790 92 20 280 4 370 10 55 580 81 780 90 54 570 79 770 88 19 270 2 350 8 53 560 77 760 86 18 260 2 340 7 52 550 74 740 81 17 260 2 320 6 51 540 71 730 79 16 250 1 300 4 50 540 71 720 76 15 240 1 290 4 14 230 1 270 3 49 530 68 710 74 13 220 1 260 2 48 520 66 700 72 12 210 1 240 1 47 510 64 690 69 11 210 1 220 1 46 490 58 680 67 10 200 1 200 1 45 480 55 670 65 44 470 53 660 63 9 200 1 200 1 43 460 50 650 60 8 200 1 200 1 42 460 50 640 58 7 200 1 200 1 41 450 47 630 55 6 200 1 200 1 40 440 44 620 53 5 200 1 200 1 0-4 200 1 200 1 * Percent scoring below the scaled score is based on the performance of all examinees who took the General Test between July 1, 2004, and June 30, 2007.Verbal and Quantitative Mean Scores Classiﬁed by Broad Intended Graduate Major Field (Based on the performance of seniors and nonenrolled college graduates** who tested between July 1, 2004, and June 30, 2007) Approximate Broad Intended Graduate Number of Verbal Quantitative Major Field Examinees Ability Ability Life Sciences 140,800 457 575 Physical Sciences 53,700 484 692 Engineering 55,500 468 717 Social Sciences 107,900 488 560 Humanities and Arts 52,900 545 561 Education 44,700 449 530 Business 9,700 441 594 ** Limited to those who earned their college degrees up to two years prior to the test date. Note that this table does not include summary information on the approximately 51,790 examinees whose response was invalid (misgrids, blanks, etc.) or the approximately 13,600 examinees whose response was “undecided.” Most of the standard deviations of the score distribution represented by the means in this table are between 90 and 125. 55
• 56. Appendix C the well-documented expense of today’s pollution- control measures will be stacked against the unknown long-term effects of polluting actitivities. “Why Analytical Writing Topics, should I spend millions of dollars a year, which causes Sample Scored Essay Responses* me to have to raise the cost of my goods or eliminate at Selected Score Points, and Reader jobs, if no one really knows if air pollution is all that Commentary harmful? Show me the proof,” an air polluting company may demand. Issue Topic 1 Realistically, it won’t be until critical mass is achieved that the hoped for “choice of unity and “Our declining environment may bring the people of cooperation” will be a viable one. Only when the the world together as no politician, philosopher, or earth as a whole is so polluted that life itself becomes war ever could. Environmental problems are global in increasingly difﬁcult for a majority of the world’s scope and respect no nation’s boundaries. Therefore, people will there likely be the political will to force people are faced with the choice of unity and coop- global environmental laws on governments world- eration on the one hand or disunity and a common wide. But the optimists (read: environmental activ- tragedy on the other.” ists) among us continue to believe that the world can Essay Response – Score 6 be shown the error of its ways. They continue to point out that the sky is probably falling—or at least Cooperation—or Tragedy? developing a big hole. The world, as a whole, ignores The solution to the world’s growing environmental them. problems may have to wait awhile. It has been said One would hope, however, that governments, that “environmental problems are global and respect perhaps through a strengthened U.N., could some- no nation’s boundaries.” Unfortunately, pollution and how be forced to realize that when the Earth reaches its consequences still fall to large measure on those the critical mass of pollution, it may be too late to do least likely to do anything about it: poor countries anything about it. That would be a “common tragedy” willing to sacriﬁce anything in order to sit at the indeed. table with the world’s wealthy. Reader Commentary for Essay Response – Score 6 As far as the industrialized nations of the world are concerned, the world is a big place. Environmen- This excellent response displays an in-depth analysis tal destruction taking place outside their borders may of the issue, conveyed through the skillful use of sometimes be fodder for government pronouncements language. of concern, but few concrete actions. Deforestation of While acknowledging that environmental prob- the Amazon, for instance, is of vital concern to all lems are serious and of global dimensions, the discus- those who wish to continue breathing. But the only sion explores the complexity of international coop- effective deterrent to this activity, the restriction of eration. Such cooperation, the paper argues, runs into international aid money to those countries showing a variety of problems, and the writer offers persuasive net deforestation, has been stalled in the United examples to support that point: Nations by those unwilling to “interfere” in the • the unwillingness of nations to “interfere” with internal politics of other nations. other nations through political measures such as Because of the differential impact of polluting restriction of foreign aid activities around the world, and even in different • inadequate environmental regulations, which regions of a single country, many governments will are caused both by “the differential impact of undoubtedly continue to promulgate only modest polluting activities” between countries and environmental regulations. Costs to polluting compa- regions and by the difﬁculty of comparing the nies will continue to carry as much weight as the “long-term effects of polluting actitivities” with beneﬁt of a pollution-free environment. Particularly the more easily documented, short-term costs of in the current political climate of the United States, reducing pollution. * Responses are reproduced exactly as written, including errors, misspellings, etc., if any.56
• 62. Reader Commentary for Essay Response – Score 4 the speed limit. It remained unchanged and auto- This competent critique claims that there are mobile accidents declined slightly during the same “numerous potential explanations for why the six-month period. The argument may appeal to those number of accidents in Elmsford decreased while who have been effected by the increase in accidents, the number in Forestville increased.” However, the but it does not give an emotional appeal overall. We author discusses only two points: are relying on the authors statistics but we don’t • whether the speed limits in the two regions were know where they came from and if they are reliable. originally the same; and The argument needs more examples and illustrations • the number of accidents in each region prior to to get his point across to more people. It is suggested Forestville’s raising the speed limit. that the citizens of Forestville campaign to reduce Forestville’s speed limit to what it was before the Although the response appears at ﬁrst to be well increase, but it is usually hard to start a campaign. developed, there is much less analysis here than the One person needs to take action. If the author is a length would suggest. The ﬁrst third and last third of citizen of Forestville, maybe he should take the the essay are relatively insubstantial, consisting initiative. mainly of general summary statements (e.g., “A logical path . . . conclusion is expected” and “If the Reader Commentary for Essay Response – Score 2 two . . . more sound than it currently is”). The real This seriously ﬂawed critique presents only one heart of the critique consists of minimal development idea relevant to an analysis of the argument: “The of the two points mentioned above. Therefore, argument needs more examples and illustrations to although two important features of the argument are get his point across to more people.” Everything else analyzed and the writer handles language and syntax in the essay is either summarizing the argument, adequately, the lack of substantial development keeps speculating, or offering advice. The result is a this critique from earning a score higher than 4. response that is clearly on topic but that provides no Essay Response – Score 2 analysis of the line of reasoning in the argument. In addition to the lack of analysis, the writing The argument gives statistics of increases in auto- is weak. The organization is loose, although not mobile accidents since the speed limit increased six illogical, and intended meaning is sometimes unclear months ago on the highways of Forestville. The (e.g., “. . . but it does not give an emotional appeal argument also gives a statement of how the neighbor- overall.”). For these reasons, the response deserves a ing region of Forestville, did not increase or decrease score of 2 according to the scoring guide.62
• 63. DO NOT WRITE IN THIS AREA. TOPIC Number Test Date M M D D Y Y ANALYTICAL WRITING 1-ISSUE LAST NAME FIRST INITIAL DATE OF BIRTH M M D D REGISTRATION NUMBER CENTER NUMBER BEGIN WRITINGDO NOT WRITE BEYOND THIS BORDER DO NOT WRITE BEYOND THIS BORDER THE AREA BELOW IS FOR ETS USE ONLY. DO NOT WRITE IN THIS SPACE. 1 2 3 Copyright © 2005 by Educational Testing Service, Princeton NJ, 08541. All rights reserved. Printed in the U.S.A. 727398 ® 00101/00015-011643 • TF15E8
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• 71. SIDE 2 GENERAL TEST DO NOT WRITE IN THIS AREA.BE SURE EACH MARK IS DARK AND COMPLETELY FILLS IN THE INTENDEDSPACE AS ILLUSTRATED HERE: If you want to cancel your scores from this test administration, complete A and B below. You will not receive scores for this test. No recordYOU MAY FIND MORE RESPONSE SPACES THAN YOU NEED. IF SO, PLEASELEAVE THEM BLANK. SECTION 4 SECTION 5 of this test or the cancellation will be sent to the recipients you indicated, and there will be no scores for this test on your GRE ﬁle. 1 A B C D E 1 A B C D E 2 A B C D E 2 A B C D E 3 A B C D E 3 A B C D E “I certify that I am the person whose name appears on this answer sheet. I also agree not to disclose the Year 4 A B C D E 4 A B C D E 5 A B C D E 5 A B C D E 6 A B C D E 6 A B C D E Day 7 A B C D E 7 A B C D E 8 A B C D E 8 A B C D E IF YOU DO NOT WANT THIS TEST TO BE SCORED Month 9 A B C D E 9 A B C D E 10 A B C D E 10 A B C D E DATE: 11 A B C D E 11 A B C D E 12 A B C D E 12 A B C D E 13 A B C D E 13 A B C D E 14 A B C D E 14 A B C D E 15 A B C D E 15 A B C D E 16 A B C D E 16 A B C D E Please write the following statement below, DO NOT PRINT. 17 A B C D E 17 A B C D E 18 A B C D E 18 A B C D E B. Sign your full name here: To cancel your scores from this test administration, you must: 19 A B C D E 19 A B C D E contents of the test I am taking today to anyone.” 20 A B C D E 20 A B C D E 21 A B C D E 21 A B C D E 22 A B C D E 22 A B C D E 23 A B C D E 23 A B C D E 24 A B C D E 24 A B C D E 25 25 CERTIFICATION STATEMENT A B C D E A B C D E Sign and date where indicated. 26 A B C D E 26 A B C D E 27 A B C D E 27 A B C D E 28 A B C D E 28 A B C D E 29 A B C D E 29 A B C D E 30 A B C D E 30 A B C D E A. Fill in both ovals here . . . SIGNATURE: 31 A B C D E 31 A B C D E 32 A B C D E 32 A B C D E 33 A B C D E 33 A B C D E 34 A B C D E 34 A B C D E 35 A B C D E 35 A B C D E 36 A B C D E 36 A B C D E 37 A B C D E 37 A B C D E 38 A B C D E 38 A B C D EFOR ETS V1R V2R VTR VCS Q1R Q2R QTR QCS A1R A2R ATR ACS USE ONLY
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